Level One – School is performing at or above the state standard for the indicator.

Level Two – School is performing near the state standard for the indicator or improving.

Level Three – School is performing below the state standard for the indicator.

Too Small — Too few students for evaluation.

Ratings are based on performance during the most recent year or on a three-year average. Schools performing at Level One or Level Two on all school quality indicators are rated as "Accredited." In addition:

Upon request by a local school board, schools serving students with special needs may be evaluated based on alternate accreditation plans approved by the state Board of Education.
Schools under state sanction for not implementing corrective actions plans are rated as "Accreditation Denied."
More information about the commonwealth’s school accreditation standards is available on the Virginia Department of Education website.

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

The school quality indicator for academic achievement in science is based on the overall percentage of students passing state science tests.

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English.
Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests

Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction

Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics.
Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests

Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction

Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

Percentage of Students

Data Source

Percent Passing

Percent Passing With Recovery

Percent Showing Growth

Percent Showing EL Progress or Proficiency

Accreditation Combined Rate

No Proficiency or Growth

Current Year

Previous Year

Cumulative 3 Year

A dropout is a former student who left high school without earning a diploma or high school equivalency and who did not complete the required course of studies.

Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.

The school quality indicator for graduation and completion awards full credit for students who earn state Board of Education-approved diplomas and partial credit for students who earn high school equivalency certificates.

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year

Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two

Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three

Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome

Point Value

Diploma

100

High school equivalency

75

Still in school

70

Local certificate of program completion

25

Dropout

0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two

Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three

Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

58

77

23

17

62

78

22

14

60

74

26

Female

19

61

80

20

16

63

80

20

12

61

74

26

Male

18

56

74

26

17

60

77

23

15

59

75

25

Asian

17

65

83

17

21

59

80

20

16

65

81

19

Black

19

45

64

36

11

55

66

34

13

51

64

36

Hispanic

13

53

66

34

5

59

65

35

5

49

53

47

Native Hawaiian

<

<

<

<

<

<

<

<

<

<

<

<

White

24

58

83

17

22

65

87

13

17

68

86

14

Multiple Races

7

70

77

23

17

71

88

13

19

55

74

26

Students with Disabilities

18

34

52

48

11

44

55

45

11

31

43

57

Students without Disabilities

19

62

81

19

18

65

82

18

14

65

79

21

Economically Disadvantaged

11

43

54

46

8

51

60

40

6

49

56

44

Not Economically Disadvantaged

21

63

84

16

20

65

85

15

17

65

82

18

English Learners

11

54

65

35

5

34

39

61

2

32

34

66

Homeless

<

<

<

<

<

<

<

<

<

<

100

0

Military Connected

10

70

80

20

<

<

<

<

Grade 3 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

13

57

70

30

13

59

73

27

11

56

67

33

Female

13

66

79

21

18

56

75

25

9

54

63

37

Male

13

49

62

38

8

63

71

29

13

58

71

29

Asian

17

67

83

17

18

43

61

39

17

65

83

17

Black

<

<

<

<

-

70

70

30

<

<

<

<

Hispanic

14

41

55

45

6

56

63

38

-

45

45

55

White

13

60

73

27

15

68

83

17

14

65

78

22

Multiple Races

<

<

<

<

<

<

<

<

9

45

55

45

Students with Disabilities

25

38

63

38

13

33

47

53

7

43

50

50

Students without Disabilities

12

59

71

29

13

64

77

23

12

58

69

31

Economically Disadvantaged

20

24

44

56

8

40

48

52

3

54

56

44

Not Economically Disadvantaged

12

64

76

24

15

65

80

20

16

57

73

27

English Learners

14

47

60

40

3

35

39

61

-

42

42

58

Military Connected

<

<

<

<

<

<

100

0

Grade 4 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

16

62

79

21

17

56

72

28

10

60

70

30

Female

15

61

76

24

20

55

75

25

11

64

75

25

Male

18

63

82

18

13

57

70

30

9

56

65

35

Asian

11

71

82

18

21

61

82

18

13

53

67

33

Black

23

31

54

46

<

<

<

<

-

42

42

58

Hispanic

16

63

79

21

3

45

48

52

11

50

61

39

Native Hawaiian

<

<

<

<

<

<

<

<

White

22

61

83

17

22

61

82

18

10

73

83

17

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

21

36

57

43

14

36

50

50

19

6

25

75

Students without Disabilities

16

66

81

19

17

58

75

25

9

69

78

22

Economically Disadvantaged

9

41

50

50

5

43

49

51

6

42

48

52

Not Economically Disadvantaged

19

70

89

11

21

61

82

18

12

67

79

21

English Learners

6

58

64

36

7

29

36

64

-

29

29

71

Homeless

<

<

<

<

<

<

100

0

Military Connected

<

<

100

0

<

<

<

<

Grade 5 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

58

79

21

20

63

83

17

16

60

77

23

Female

20

60

80

20

13

66

79

21

13

62

75

25

Male

21

57

79

21

28

59

87

13

19

59

78

22

Asian

14

68

81

19

28

59

87

13

13

79

92

8

Black

<

<

<

<

25

31

56

44

<

<

<

<

Hispanic

13

48

60

40

8

58

67

33

3

44

47

53

Native Hawaiian

<

<

<

<

White

32

56

89

11

20

77

98

2

24

66

90

10

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

14

43

57

43

11

56

67

33

6

39

44

56

Students without Disabilities

22

61

83

17

22

64

86

14

18

64

82

18

Economically Disadvantaged

9

54

63

37

14

51

65

35

6

50

56

44

Not Economically Disadvantaged

24

60

84

16

23

67

90

10

20

64

84

16

English Learners

11

50

61

39

9

36

45

55

4

26

30

70

Military Connected

<

<

<

<

<

<

100

0

Grade 6 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

24

57

81

19

17

67

83

17

17

64

81

19

Female

29

58

87

13

15

72

87

13

15

64

79

21

Male

19

55

74

26

18

61

79

21

20

63

83

17

Asian

30

55

85

15

14

71

86

14

21

64

85

15

Black

14

50

64

36

-

75

75

25

17

56

72

28

Hispanic

10

70

80

20

5

71

76

24

8

58

65

35

White

32

55

87

13

29

58

87

13

20

69

89

11

Multiple Races

20

50

70

30

<

<

100

0

<

<

<

<

Students with Disabilities

13

19

31

69

8

46

54

46

14

36

50

50

Students without Disabilities

26

63

89

11

18

71

89

11

18

69

87

13

Economically Disadvantaged

6

48

55

45

5

68

73

27

11

50

61

39

Not Economically Disadvantaged

31

60

90

10

20

67

87

13

20

69

89

11

English Learners

13

62

76

24

-

40

40

60

8

25

33

67

Military Connected

<

<

100

0

<

<

100

0

Grade 7 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

EOC English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

EOC Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

16

64

80

20

14

60

74

26

13

70

83

17

Female

12

69

81

19

11

63

73

27

10

71

81

19

Male

21

59

79

21

17

58

75

25

16

70

86

14

Asian

21

67

88

12

17

62

78

22

17

72

89

11

Black

10

54

63

37

9

53

62

38

13

57

70

30

Hispanic

11

57

68

32

9

54

63

37

4

63

67

33

Native Hawaiian

<

<

<

<

<

<

<

<

<

<

<

<

White

17

67

84

16

17

63

80

20

18

76

93

7

Multiple Races

17

70

87

13

8

75

83

17

3

77

81

19

Students with Disabilities

8

42

49

51

8

28

37

63

9

47

56

44

Students without Disabilities

18

67

85

15

15

65

80

20

14

74

88

12

Economically Disadvantaged

9

52

61

39

7

50

57

43

4

63

67

33

Not Economically Disadvantaged

19

68

86

14

16

64

80

20

17

73

90

10

English Learners

13

59

72

28

4

35

39

61

4

49

54

46

Homeless

<

<

<

<

<

<

<

<

<

<

100

0

Military Connected

30

50

80

20

<

<

<

<

Grade 3 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

10

65

75

25

8

61

69

31

11

74

85

15

Female

5

75

80

20

9

57

66

34

9

72

81

19

Male

15

56

71

29

8

65

73

27

13

76

89

11

Asian

7

77

83

17

14

55

69

31

22

70

91

9

Black

<

<

<

<

-

50

50

50

<

<

<

<

Hispanic

14

57

71

29

6

50

56

44

7

59

66

34

White

13

62

75

25

9

68

77

23

8

92

100

0

Multiple Races

<

<

<

<

<

<

<

<

-

82

82

18

Students with Disabilities

13

44

56

44

7

27

33

67

14

50

64

36

Students without Disabilities

10

68

78

22

9

66

75

25

11

78

88

12

Economically Disadvantaged

8

42

50

50

4

44

48

52

3

67

69

31

Not Economically Disadvantaged

11

70

81

19

10

66

76

24

16

79

94

6

English Learners

7

55

62

38

3

39

42

58

3

58

61

39

Military Connected

<

<

<

<

<

<

100

0

Grade 4 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

17

64

81

19

13

57

70

30

15

66

81

19

Female

6

66

73

27

5

66

70

30

10

69

79

21

Male

29

61

90

10

22

48

70

30

20

63

83

17

Asian

16

76

92

8

14

64

79

21

13

73

87

13

Black

8

38

46

54

<

<

<

<

8

50

58

42

Hispanic

11

53

63

37

6

42

48

52

-

67

67

33

Native Hawaiian

<

<

<

<

<

<

100

0

White

22

67

89

11

18

61

78

22

23

67

90

10

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

57

57

43

14

36

50

50

13

50

63

38

Students without Disabilities

20

64

84

16

13

59

73

27

15

69

84

16

Economically Disadvantaged

6

53

59

41

3

43

46

54

3

65

68

32

Not Economically Disadvantaged

21

67

89

11

18

62

80

20

19

67

86

14

English Learners

14

56

69

31

4

36

39

61

-

54

54

46

Homeless

<

<

<

<

<

<

100

0

Military Connected

<

<

100

0

<

<

<

<

Grade 5 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

15

58

74

26

15

55

70

30

8

67

76

24

Female

15

65

80

20

9

58

67

33

9

66

74

26

Male

16

50

66

34

22

51

73

27

8

69

77

23

Asian

19

55

74

26

15

62

77

23

12

71

82

18

Black

<

<

<

<

7

50

57

43

<

<

<

<

Hispanic

13

47

61

39

26

39

65

35

-

57

57

43

Native Hawaiian

<

<

<

<

White

15

67

81

19

9

65

74

26

16

73

89

11

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

10

30

40

60

6

22

28

72

6

39

44

56

Students without Disabilities

16

64

80

20

17

62

79

21

9

74

83

17

Economically Disadvantaged

12

50

62

38

18

47

65

35

3

57

60

40

Not Economically Disadvantaged

17

61

78

22

13

59

72

28

11

72

83

17

English Learners

12

53

65

35

9

27

36

64

9

36

45

55

Military Connected

<

<

<

<

<

<

100

0

Grade 6 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

69

89

11

12

68

79

21

14

70

85

15

Female

15

75

90

10

12

69

80

20

11

71

82

18

Male

24

63

87

13

12

66

78

22

19

69

88

12

Asian

30

70

100

0

12

70

81

19

16

71

87

13

Black

15

54

69

31

15

54

69

31

12

59

71

29

Hispanic

5

75

80

20

2

71

73

27

7

69

76

24

White

18

73

91

9

19

63

82

18

20

73

94

6

Multiple Races

<

<

<

<

<

<

100

0

<

<

<

<

Students with Disabilities

7

40

47

53

8

29

38

63

5

48

52

48

Students without Disabilities

21

74

95

5

13

74

87

13

16

75

91

9

Economically Disadvantaged

9

61

70

30

5

61

66

34

5

62

68

32

Not Economically Disadvantaged

23

73

96

4

14

70

84

16

18

74

92

8

English Learners

15

73

88

12

-

33

33

67

8

42

50

50

Military Connected

<

<

100

0

<

<

<

<

Grade 7 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

33

67

100

0

46

54

100

0

21

79

100

0

Female

50

50

100

0

50

50

100

0

15

85

100

0

Male

20

80

100

0

43

57

100

0

25

75

100

0

Asian

60

40

100

0

<

<

100

0

21

79

100

0

Black

<

<

100

0

<

<

100

0

<

<

100

0

Hispanic

<

<

100

0

<

<

100

0

<

<

100

0

White

30

70

100

0

47

53

100

0

<

<

100

0

Multiple Races

<

<

100

0

<

<

100

0

<

<

100

0

Students with Disabilities

<

<

100

0

Students without Disabilities

33

67

100

0

46

54

100

0

21

79

100

0

Economically Disadvantaged

<

<

100

0

<

<

100

0

<

<

100

0

Not Economically Disadvantaged

35

65

100

0

50

50

100

0

20

80

100

0

Military Connected

<

<

100

0

Algebra I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

<

<

100

0

Male

<

<

100

0

Asian

<

<

100

0

Students without Disabilities

<

<

100

0

Not Economically Disadvantaged

<

<

100

0

Grade 8 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Geometry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Algebra II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

55

75

25

21

53

74

26

19

50

69

31

Female

19

59

78

22

13

55

68

32

13

53

67

33

Male

23

49

72

28

30

51

80

20

24

48

71

29

Asian

22

58

81

19

23

58

80

20

21

67

88

13

Black

<

<

<

<

13

44

56

44

<

<

<

<

Hispanic

13

58

70

30

17

50

67

33

15

15

30

70

Native Hawaiian

<

<

<

<

White

29

44

73

27

25

55

80

20

18

70

88

12

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

10

30

40

60

11

33

44

56

6

22

28

72

Students without Disabilities

22

58

81

19

22

56

79

21

21

55

76

24

Economically Disadvantaged

14

53

67

33

11

51

62

38

12

32

44

56

Not Economically Disadvantaged

23

55

78

22

25

54

78

22

21

57

79

21

English Learners

14

55

69

31

9

36

45

55

5

9

14

86

Military Connected

<

<

<

<

<

<

100

0

Grade 5 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

55

75

25

21

53

74

26

19

50

69

31

Female

19

59

78

22

13

55

68

32

13

53

67

33

Male

23

49

72

28

30

51

80

20

24

48

71

29

Asian

22

58

81

19

23

58

80

20

21

67

88

13

Black

<

<

<

<

13

44

56

44

<

<

<

<

Hispanic

13

58

70

30

17

50

67

33

15

15

30

70

Native Hawaiian

<

<

<

<

White

29

44

73

27

25

55

80

20

18

70

88

12

Multiple Races

<

<

100

0

<

<

<

<

<

<

<

<

Students with Disabilities

10

30

40

60

11

33

44

56

6

22

28

72

Students without Disabilities

22

58

81

19

22

56

79

21

21

55

76

24

Economically Disadvantaged

14

53

67

33

11

51

62

38

12

32

44

56

Not Economically Disadvantaged

23

55

78

22

25

54

78

22

21

57

79

21

English Learners

14

55

69

31

9

36

45

55

5

9

14

86

Military Connected

<

<

<

<

<

<

100

0

Grade 8 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Biology Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Chemistry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Earth Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

21

62

83

18

25

49

74

26

22

55

78

22

Female

18

61

79

21

24

48

73

27

16

56

72

28

Male

24

63

86

14

26

49

75

25

29

55

84

16

Asian

18

76

95

5

25

61

86

14

17

67

83

17

Black

-

54

54

46

<

<

<

<

8

42

50

50

Hispanic

6

67

72

28

19

26

44

56

19

44

63

38

Native Hawaiian

<

<

<

<

<

<

100

0

White

36

51

87

13

33

55

88

12

32

53

85

15

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

36

21

57

43

21

29

50

50

13

40

53

47

Students without Disabilities

19

67

86

14

26

51

77

23

24

58

81

19

Economically Disadvantaged

6

61

68

32

9

41

50

50

11

50

61

39

Not Economically Disadvantaged

26

62

88

12

31

52

83

17

26

57

83

17

English Learners

15

71

85

15

4

38

42

58

-

44

44

56

Homeless

<

<

<

<

Military Connected

<

<

100

0

<

<

<

<

VA Studies Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

20

62

82

18

25

48

74

26

22

55

77

23

Female

17

62

78

22

25

48

72

28

16

56

72

28

Male

24

63

86

14

26

49

75

25

29

55

84

16

Asian

18

76

95

5

25

61

86

14

17

67

83

17

Black

-

54

54

46

<

<

<

<

8

42

50

50

Hispanic

-

71

71

29

19

26

44

56

20

40

60

40

Native Hawaiian

<

<

<

<

<

<

100

0

White

36

51

87

13

34

54

88

12

30

54

85

15

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

31

23

54

46

23

23

46

54

8

38

46

54

Students without Disabilities

19

67

86

14

26

51

77

23

24

58

81

19

Economically Disadvantaged

6

61

68

32

9

41

50

50

7

52

59

41

Not Economically Disadvantaged

25

63

88

13

32

51

83

17

27

57

83

17

English Learners

15

71

85

15

4

38

42

58

-

44

44

56

Homeless

<

<

<

<

Military Connected

<

<

100

0

<

<

<

<

VA & US History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

World History I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

World History II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Civics & Econ Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Geography Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-2017

2017-2018

2018-2019

School

7

2

5

Division

1,256

850

1,072

State

4,227

2,762

3,719

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2019 Fall Membership By Subgroup:
Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.
The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.
A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2017-2018

2018-2019

2019-2020

All Students

857

868

820

Female

429

428

386

Male

428

440

434

Asian

212

216

214

Black

78

67

57

Hispanic

189

192

192

Native Hawaiian

1

1

2

White

332

338

292

Multiple Races

45

54

63

Students with Disabilities

110

129

131

Students without Disabilities

747

739

689

Economically Disadvantaged

217

279

224

Not Economically Disadvantaged

640

589

596

English Learners

305

291

272

Not English Learners

552

577

548

Homeless

5

2

1

Military Connected

16

17

18

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can't read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2016-2017

2017-2018

2018-2019

Subgroup

Below 10%

10% or Above

Below 10%

10% or Above

Below 10%

10% or Above

All Students

784

65

797

48

782

54

Female

395

32

400

22

391

24

Male

389

33

397

26

391

30

Asian

212

13

209

5

194

11

Black

65

8

67

6

57

9

Hispanic

163

16

173

16

174

14

Native Hawaiian

<

<

<

<

<

<

White

294

25

305

20

303

18

Multiple Races

49

3

42

1

52

2

Students with Disabilities

93

9

107

10

105

10

Economically Disadvantaged

192

20

205

22

231

30

English Learners

293

23

295

18

273

23

Homeless

12

1

8

3

<

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses

Number of Offenses

Disorderly or Disruptive Behavior Offenses

<

Other Offenses Against Persons

15

Property Offenses

<

Offenses Against Student

<

Technology Offenses

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

American Indian

-

-

-

-

-

-

Asian

26.4

14.7

24.7

7.4

24.9

12.5

Black

8.7

26.5

9.1

18.5

7.7

25

Hispanic

20.6

20.6

22.1

25.9

22.1

8.3

Native Hawaiian

0.1

0.1

0.1

White

38.1

23.5

38.7

37

38.9

50

Multiple Races

6

14.7

5.3

11.1

6.2

4.2

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

American Indian

Asian

26.4

24.7

24.9

Black

8.7

9.1

7.7

Hispanic

20.6

22.1

22.1

Native Hawaiian

0.1

0.1

0.1

White

38.1

38.7

38.9

Multiple Races

6

5.3

6.2

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Expulsions

% Population

% Expulsions

% Population

% Expulsions

American Indian

-

-

-

-

-

-

Asian

26.4

24.7

24.9

Black

8.7

9.1

7.7

Hispanic

20.6

22.1

22.1

Native Hawaiian

0.1

0.1

0.1

White

38.1

38.7

38.9

Multiple Races

6

5.3

6.2

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal
Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.
At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.
Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.
See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

20.7

25.5

29.6

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.
Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.
Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.
The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

22.9

25.9

22.2

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.
School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.
Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

79.9

75.3

71.6

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers

Poverty Level

All Teachers

Special Education Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:

Reading performance — percentage of students in the school passing state tests in reading

Mathematics performance — percentage of students in the school passing state tests in mathematics

Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing

English learner progress — percentage of English learners making progress toward English-language proficiency

Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)

Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests.
Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year.
Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

83%

79%

74%

70%

Asian

89%

85%

89%

70%

Black

70%

65%

60%

70%

Hispanic

68%

65%

64%

70%

White

92%

85%

81%

70%

Economically Disadvantaged

67%

61%

63%

70%

English Learners

69%

67%

57%

70%

Students with Disabilities

57%

47%

42%

70%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests.
Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group

Current Rate

All Students

69%

Asian

88%

Black

<

Hispanic

30%

White

88%

Economically Disadvantaged

44%

English Learners

45%

Students with Disabilities

28%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school.
Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student Group

Growth English Reading

Growth Mathematics

All Students

79%

88%

Asian

87%

92%

Black

70%

79%

Hispanic

60%

78%

White

88%

95%

Economically Disadvantaged

63%

75%

English Learners

64%

78%

Students with Disabilities

57%

74%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support.
The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Chronic Absenteeism

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

6%

7%

9%

10%

Asian

5%

5%

5%

10%

Black

14%

11%

9%

10%

Hispanic

7%

8%

9%

10%

White

6%

7%

9%

10%

Economically Disadvantaged

11%

10%

13%

10%

English Learners

8%

7%

8%

10%

Students with Disabilities

9%

9%

14%

10%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.
Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.
Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners

Percent

Annual Target

Long-Term Goal

English Learner Progress

59%

46%

58%

English Learner Proficiency

8%

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency.
Virginia also reports on the percentage of English learners who attain proficiency.

English Learners

Numerator

Denominator

Rate

English Learner Progress

103

176

59%

English Learner Proficiency

17

222

8%

ESSA Participation Rates

Student Group

English Reading Participation

Mathematics Participation

Science Participation

All Students

100%

100%

99%

Asian

100%

100%

100%

Black

100%

100%

<

Hispanic

100%

100%

97%

White

100%

100%

100%

Economically Disadvantaged

100%

100%

100%

Not Economically Disadvantaged

100%

100%

99%

English Learners

100%

100%

98%

Students with Disabilities

100%

100%

100%

Students without Disabilities

100%

100%

99%

Female

100%

100%

100%

Male

100%

100%

98%

Migrant

-

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers.
States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

Percent of Kindergarten Students With Public Preschool Experience

Public Preschool​

School

17%

Division

22%

State

33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.